The Implication of Autism on Families: A Study at Savar, Dhaka City Bangladesh
Asian Journal of Education and Social Studies,
Page 19-33
DOI:
10.9734/ajess/2021/v18i130433
Abstract
This study works to identify the effects of autism on parents, siblings, and teachers. How autism affects a family and its members, how friends react to their autistic friend, neighbor’s perception, and teachers' behavior towards autistic children. After some previous studies, an empirical efficacy framework was created and tested through quantitative techniques. In-depth interview questions were set for conducting a survey with the Parents, Siblings, and Teachers. The results were examined using Cronbach’s α, Pearson's correlation and regression analysis strategies. The study examines the relationship between the impact of autism on parents, siblings, and teachers showing various impact by autistic children through the different phases of his life and with his association with different people in society. The study presents a comprehensive and recent review of the effects of autism. Parents who are the primary caregivers of these children were interviewed about their child's autism detection, access to services, and the impact of their family being affected by autism. The findings of the research can aid practitioners in the autism sector in focusing their efforts on areas that can be taken under observations for the improvement of autistic children as well as society.
Keywords:
- Child with autism
- parents
- siblings
- teachers
How to Cite
Suborna, T. N., Masud, N. A., & Hasan, M. (2021). The Implication of Autism on Families: A Study at Savar, Dhaka City Bangladesh. Asian Journal of Education and Social Studies, 18(1), 19-33. https://doi.org/10.9734/ajess/2021/v18i130433
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Newsted P, Huff S, Munro M. Survey Instruments in IS. MISQ Discovery; 1998.
Tam C, Deng Z. Identifying elements of poor construction safety management in China. Safety Science. 2004;42:569- 586.
Bland J, Altman D. Measurement Error and Correlation Coefficients. British Medical Journal; 1996.
Neil Humphrey, Wendy Symes. Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools, European Journal of Special Needs Education. 2010;25(1):77-91.
DOI: 10.1080/08856250903450855
Accessed on April 18, 2014.
Locke J, Ishijima EH, Kasari C, London N. Loneliness, friendship quality and the social networks of children with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs. 2010;10(2):74-81.
Martinez R, Carspecken P. Effectiveness of a brief intervention on Latino children’s social acceptance of peers with special needs. Journal of Applied School Psychology. 2006;23(1):97-115.
Piercy M, Wilton K, Townsend M. Promoting the social acceptance of young children with moderate-severe intellectual disabilities using cooperative-learning techniques. American Journal on Mental Retardation. 2002;107(3):352-360.
Rillotta F, Nettelbeck T. Effects of an awareness program on attitudes of students without intellectual disability towards persons with an intellectual disability. Journal of Intellectual and Developmental Disabilities. 2007;32(1):19-27.
Odom Samuel L, Zercher Craig, Shouming Li, Marquart Jules M, Sandall Susan, Brown William H. Journal of Educational Psychology. 2006;98(4):807-823.
Yeong Yu S, Ostrosky M, Fowler SA. Measuring Young Children’s Attitudes toward Peers with Disabilities: Highlights from the Research. Topics in Early Childhood Special Education. York, NY: Columbia University Press. 2012;32(3):132-142.
Levy S, Kim AH, Olive ML. Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities. 2006;21(1):55-62.
Brew-Parrish V. Whether Their Perpetrators Realize it or Not, Disability Awareness Days Send the Wrong Message. In: Ragged Edge Magazine, March/April Edition; 2004.
Accessed on February 5, 2014.
Frederickson N. Bullying or Befriending? Children’s responses to classmates with special needs. British Journal of Special Education. 2010;37(1):1-12.
Lindsay S, Edwards A. A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation. 2013;35(8):623-646.
Siebers T. Disability as Masquerade. Literature and Medicine. 2004;23(1):1-22.
Center for Disease Control and Prevention. Prevalence of autism spectrum disorders; 2010.
Accessed on February 7, 2014.
Fombonne E. Is autism getting commoner? In 100 words. British Journal of Psychiatry.2008. Fox M. Whoever You Are. San Diego: Harcourt Brace & Company; 1997;193(1).
Lecavalier L, Leone S, Wiltz J. The impact of behavior problems on caregiver stress in young people with autism spectrum disorders. Journal of intellectual disability research: JIDR. 2006;50(Pt 3):172–183.
Available:https://doi.org/10.1111/j.1365-2788.2005.00732.x
Johnson E, Hastings RP. Facilitating factors and barriers to the implementation of intensive home-based behavioral intervention for young children with autism. Child: Care, Health and Development. 2002;28:123–129.
DeMyer M. Parents and Children in Autism, Wiley, New York; 1979.
MacFarlane JR, Kanaya T. What does it mean to be autistic? Inter-state variation in special education criteria for autism services. Journal of Child and Family Studies. 2009;18(6):662-669.
DOI:10.1007/s10826-009-9268-8
Weiss JA, Lunsky Y. The Brief Family Distress Scale: A measure of Crisis in Caregivers of individuals with autism spectrum disorders. Journal of Child and Family Studies. 2011;20(4):521-528.
DOI: 10.1007/s10826-010-9419-y
Banach M, Iudice J, Conway L, Couse L. Family Support and Empowerment: Post Autism Diagnosis Support Group for Parents. Social Work with Groups. 2010;33:69-83.
DOI: 10.1080/01609510903437383
Autism Society; 2011.
Available:http://www.autism-society.org
Tanaka K, Uchiyama T, Endo F. Informing children about their sibling’s diagnosis of autism spectrum disorder: An initial investigation into current practices. Research in Autism Spectrum Disorders. 2011;5(4):1421-1429.
DOI: 10.1016/j.rasd.2011.02.001
Orsmond GI, Seltzer M. Siblings of individuals with autism spectrum disorders across the life course. Mental Retardation and Developmental Disabilities Research Reviews. 2007;13(4):313-320.
DOI: 10.1002/mrdd.20171
Horrocks J, White G, Roberts L. Principals‟ attitudes regarding inclusion of children with autism in Pennsylvania public schools. Journal of Autism and Developmental Disorders. 2008;38:1462–1473.
DOI: 10.1007/s10803-007-0522-x
Bowe F. Making inclusion work. Upper Saddle River, NJ: Prentice Hall; 2004.
Wilmhurst L, Brue A. .The complete guide to special education. San Francisco, CA:Jossey-Bass; 2010.
Lindsay, Proulx, Thomson, Scott. International Journal of Disability, Development and Education. 2013;60(4): 347–362.
Available:http://dx.doi.org/10.1080/1034912X.2013.846470
Hinton S, Sofronoff K, Sheffield J. Training teachers to manage students with Asperger syndrome in an inclusive classroom. The Australian and educational Development psychology. 2008;25(5):34-38
Symes W, Humphrey N. Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International. 2010;31(5):478–494.
Available:https://doi.org/10.1177/0143034310382496
Ghasemi A, Zahediasl S. Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology Metabolism. 2012;10(2):486-489.
Newsted P, Huff S, Munro M. Survey Instruments in IS. MISQ Discovery; 1998.
Tam C, Deng Z. Identifying elements of poor construction safety management in China. Safety Science. 2004;42:569- 586.
Bland J, Altman D. Measurement Error and Correlation Coefficients. British Medical Journal; 1996.
Neil Humphrey, Wendy Symes. Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools, European Journal of Special Needs Education. 2010;25(1):77-91.
DOI: 10.1080/08856250903450855
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